1. Some students have psychological obstacles in learning Chinese.
No matter what you do, you can't do it well if you have psychological obstacles. The same is true of learning Chinese. I once taught a girl. She is very good at Chinese in junior high school, and her compositions are often read by teachers as model essays in class. However, when she was in high school, she encountered difficulties in writing argumentative papers and had psychological obstacles. When writing an argumentative essay, she panicked and her mind went blank. In the end, she couldn't even write an argumentative paper. She only wrote five or six hundred words in the college entrance examination, and her grades were certainly not satisfactory. In view of her situation, I pointed out that the psychological obstacle of argumentative writing is the reason why she can't write argumentative writing, and made a writing training plan for her. After a period of training, when she attends advanced classes, her composition is often regarded as a model essay. This example fully illustrates the negative impact of psychological barriers on Chinese learning and the importance of overcoming psychological barriers.
Now, many students are afraid of learning Chinese, some students hate Chinese, some students are not interested in Chinese, and they all have psychological obstacles in learning Chinese. If these psychological barriers are not eliminated, it will be difficult to learn Chinese.
(1) Fear of learning Chinese is actually fear of Chinese exams. I once had a female classmate who studied very hard at ordinary times, but she got only 40 to 50 points in every subject in every exam, which was very distressing. Later, I learned in a chat that her test scores in all subjects are basically above 60 points. I also learned that before every exam, during the review stage, she began to be nervous, and the content of the review was not easy to remember. The exam is coming, and I feel that I still have a lot to review, and I am even more nervous and scared. In view of this situation, I gave her psychological counseling, pointing out that more than 60 points in the exam at ordinary times are a reflection of her real learning level, while 40 or 50 points in the exam are due to her psychological tension during the exam. I told her that as long as she had confidence in her study, she didn't have to be afraid during the exam. I also told her that the content of the review was not easy to remember, because I was nervous. The nervousness before the exam and the fear during the exam prevented her from playing her true level, which formed a vicious circle. Every time I am afraid of the exam, I can't get rid of this psychological state, which forms a psychological obstacle to the exam. I also told her that the way to overcome this psychological obstacle is to have a clear understanding of your real learning situation, so that you can easily build up your self-confidence. Secondly, you should set a goal that you can easily achieve before the exam, so that you can easily consolidate your self-confidence and eliminate tension during the exam, so that you can easily play your true level, or even play beyond the level. This female classmate adjusted her mentality according to my guidance, and she can basically test her level in future exams. From this example, we can see that to overcome the psychological barrier of being afraid of exams, we must first have an appropriate estimate of our real learning situation, and then set ourselves a goal that does not exceed our actual ability, that is, don't expect too much. If expectations are too high, it is easy to cause psychological stress, and the result is often counterproductive.
(2) hating Chinese is actually hating teachers who teach themselves Chinese. Students who hate Chinese are generally contradictory or alienated from Chinese teachers for some reason. As a result, the city gate caught fire and their Chinese studies were destroyed. For students who hate Chinese because they hate Chinese teachers, we must first find ways to solve the contradiction with teachers and eliminate the barriers between them. Secondly, we should distinguish between our relationship with teachers and our relationship with Chinese. When these problems are solved, the problem of hating China people will be solved.
(3) Some students are afraid of writing. The level of students' composition is largely related to the amount of reading and the width of reading surface. Knowing this, we can gradually overcome our fear of writing by expanding our reading and increasing our language accumulation and cultural heritage. In your life, you may have encountered such a situation. If you have to do something, you will be afraid. Once you really do it, you will have a clearer understanding of it and your fear will disappear. The same is true of writing a composition. If you can't write argumentative essays, you can read more argumentative essays and learn how others write argumentative essays. If you can't write articles with narration and discussion, you can read more articles with narration and discussion and learn how others use them. In Mao Zedong's words, this is called "concentrating on the war of annihilation". In this way, the fear of writing can be gradually eliminated. In addition, some high school students have superficial understanding of the composition content and outdated views. For example, after taking part in agricultural labor, they realized that "everyone knows that every meal is hard"; "You can only be a master if you have suffered" and so on. The reason is that they seldom accept new things and new ideas. Some students have poor composition language. To put it bluntly, a composition is just a few sentences. The fundamental reason is that they are poor in thought and knowledge. Generally speaking, a student who is good at writing is good at absorbing new things, new ideas and new knowledge. Therefore, students who have difficulties in writing should pay special attention to absorbing new things, new ideas and new knowledge to fundamentally solve the problem of writing difficulties.
These words are for students. For parents, it is much better to find out early that their children don't like learning Chinese and take measures than to ask a tutor near a high school or even a university. Here are some suggestions for parents. First, there should be a cultural atmosphere at home. Some families have few books and don't like reading. Children who grow up in such a family naturally cannot have a strong interest in Chinese learning. Secondly, we can take advantage of the characteristics that primary school students often regard teachers' words as "imperial edicts" and gradually cultivate children's interest in books with the help of teachers, so as to avoid the phenomenon that they are not interested in learning Chinese after entering middle school. For teachers, there is a question of how to help students cultivate interest, so I won't say much here.
Some people can overcome the psychological obstacles in Chinese learning through psychological adjustment, while some students know that they have psychological obstacles, but they are stuck in a quagmire and can't get out without the help of others. Such students need psychological counseling and help from others to overcome psychological barriers. Moreover, there are many reasons for psychological obstacles in Chinese learning, far more than those mentioned above, so psychological counseling is more needed.
Some students can't learn Chinese well because they are not interested in learning Chinese.
There are many reasons for this situation, and it often takes a long time to form. Some students may not like Chinese since childhood. The reason why this happens is that students' own qualifications are an important reason. Some students prefer science to liberal arts since childhood. Some students have lost interest in learning Chinese for various reasons, such as improper teaching methods of teachers and weak family cultural atmosphere. For these reasons, it is understandable that a primary school student or even a junior high school student is not interested in learning Chinese, because their willpower is still weak and their understanding of learning Chinese is not enough. For a high school student, their understanding of learning Chinese is much more comprehensive and profound than that of primary and junior high school students, and their willpower is much stronger than that of primary and junior high school students. Therefore, it is entirely possible for them to change the phenomenon that they are not interested in learning Chinese with their own will. For a strong-willed person, interest can be cultivated completely, and so can interest in learning Chinese. A person's interest, in addition to innate qualifications, is mainly cultivated the day after tomorrow. In daily life, it is not uncommon for people to cultivate new interests because of certain needs and make great achievements in new work fields.
To say the least, if a person is really not interested in Chinese, it can't be the reason why he hates Chinese. Susan, the golden-collar beauty of new york Securities Company, was born in a musical family in Taipei, China. She loved music since she was a child, but she was admitted to the business administration department of the university by mistake. Although she doesn't like this major, she studies very hard and gets excellent grades in all subjects. When she graduated, she was sent to Massachusetts Institute of Technology and received a doctorate in economic management. Now she is a man of the hour in the American securities industry, but she still regrets to say, "So far, I still can't say that I like what I do. If I can choose again, I will not hesitate to choose music ... "Susan didn't stop studying hard because she didn't like business administration. Coincidentally, Tang Jun, president of Microsoft (China) Co., Ltd. also said such things. In the recruitment activity of 200 1, a girl from Tsinghua said to Tang Jun, "You and I are in the same boat, and I was forced to choose a major I don't like." This girl didn't like her major and biology when she entered the university, but she still didn't like her major when she left the university. However, the following words touched Tang Jun: "However, just because I don't like it doesn't mean I don't study hard. As long as I stay in the biology department, I will be responsible for myself and take every day and every course seriously. When I graduated, I didn't choose to go to a pharmaceutical company, but I sent my resume to Microsoft. Look at my report card. " That's a straight A report card. A person who doesn't like his major got such a good grade in the exam! Tang Jun said: "It is a pleasure to do a good job that you like, and it takes a sense of mission to do a good job that you don't like." The story of a girl from Tsinghua, the words of Tang Jun, president of Microsoft (China) Co., Ltd. and the experience of Susan, a new york securities company, can all give you some enlightenment. For a middle school student, learning the subjects he likes well is a pleasure, and learning the subjects he doesn't like well is a vision and wisdom. It is short-sighted to give up studying a subject on the grounds of not being interested.
3. Some students can't learn Chinese well because they place their hopes of learning Chinese well on their teachers, not on their own efforts.
In the eyes of these students, as long as they listen carefully and try to remember what the teacher teaches, they can learn Chinese well. In fact, this concept is very harmful. With this concept, not only is China literature not good, but other courses are also impossible to learn well. The school where the author works is an ordinary rural middle school. In the first two years, senior three students took the college entrance examination for geography and history. Because few students take these two courses, and the school has not arranged special teachers to offer them elective courses, these students can only rely on self-study. Surprisingly, the scores of these students in the geography history college entrance examination are quite good, basically above 1 10, and some above 120. However, these students failed in Chinese, mathematics and foreign languages in the college entrance examination, and the total scores of the four courses did not exceed those of the junior college. Later, more students took history courses, and the school specially set up elective courses for them and arranged for senior teachers to help them. However, few students scored above 100, and some students only scored 60 to 70 in history. The reason is that without the help of teachers, these students can only learn by themselves, and their abilities are gradually cultivated in the process of their own learning; However, when they have a teacher to tutor them, they put all their hopes on the teacher. They will never think of self-study after class except listening to the teacher in class. In this case, it is naturally impossible to get good grades in the exam. This phenomenon is worth pondering by students and readers: when you study, do you pin your hopes of improving your grades on your teachers or on yourself? Of course, when I give such an example, I don't mean that students don't need the guidance of teachers. After all, it takes a lot of time for students to study by themselves, which will inevitably affect the study of other subjects. If students can have the guidance of teachers and study hard, they will certainly learn Chinese well.
Some students can't learn Chinese well because they don't master the rules and methods of learning Chinese. Learning Chinese well can't be done without a lot of accumulation. The accumulation mentioned here includes the accumulation of language, culture and ideas. Accumulation requires reading, and there must be a considerable amount of reading. Therefore, the new Curriculum Standard stipulates the number of words students should read after class, and the Ministry of Education has also published 49 books for students to read. However, reading is not equal to accumulation. Some people read a lot of books, but they still can't learn Chinese well. The reason is that their reading is actually a pastime and a curiosity. Read only the books and stories you like, instead of reading them with a learning attitude. Some teachers ask students to "don't move pen and ink, don't read", extract while reading and write some notes. These are all good methods. Some students may say, isn't it too tiring to read like this? Of course, if I do this every time I read a book, I'm really tired. However, if we don't make any excerpts and write any notes, the reading effect will certainly not be great. We can pick some articles we like, do some excerpts, write some notes, and do a little every week. Over time, we will certainly gain something.
In addition, we should learn how to learn Chinese, how to learn, how to think and how to use basic knowledge. For example, my article about the basic knowledge of formal logic introduces the basic thinking method; Deductive reasoning and analogical reasoning are the methods to use knowledge. To learn Chinese well, we must also master the laws of the Chinese subject itself. I will introduce this knowledge in a future blog post.